This document discusses Universal Design for Learning (UDL), a framework that helps all students learn. UDL is based on three principles that parallel the three networks in the brain related to recognition, strategy, and affect. The principles are to provide multiple ways of presentation, expression, and engagement. Digital media makes UDL powerful as materials can be easily modified. UDL and technology help meet diverse learners' needs through options like text-to-speech, videos, and graphic organizers. Resources like CAST and online tools can aid applying UDL principles.

1. UDL - the new
“Buzz” word in
Education

2. Imagine….

3. Students actually come
to school wanting to
learn….

4. Students becoming
more creative in work
samples….

5. Student test
scores excel….

6. HOW CAN THIS BE
POSSIBLE?

7. U.D.L
Universal Design for Learning
UDL is a framework for designing
educational environments that
help all students gain
knowledge, skills, and
enthusiasm for learning.

8. UDL is a framework
with three guiding
principles that
parallel three
distinct learning
networks in the
brain: recognition,
strategy, and affect
(Rose & Meyer,
2002).

9. Three Basic Principals of UDL:
1. Provide multiple and flexible methods of
presentation to give students various ways
of acquiring information and knowledge.
2. Provide multiple and flexible means of
expression to provide diverse students with
alternatives for demonstrating what they
have learned.
3. Provide multiple and flexible means of
engagement to tap into diverse learners'
interests, challenge them appropriately,
and motivate them to learn.

10. Let’s look at each of
these concepts…

11. 1. Provide multiple and flexible
methods of presentation to give
students various ways of acquiring
information and knowledge.
 Digitalbooks
 specialized software, and Web sites
 Highlighted handouts
 overheads with highlighted text
 cards with tactile or color-coded ink.

12. 2. Provide multiple and flexible means
of expression to provide diverse
students with alternatives for
demonstrating what they have
learned.
 online concept mapping software
 speech-to-text programs
 graphing to a computer
 cooperative learning
 think alouds
 oral tests.

13. 3. Provide multiple and flexible means
of engagement to tap into diverse
learners' interests, challenge them
appropriately, and motivate them to
learn.
 interactive software
 recorded readings or books
 visual graphics.
 games or songs
 performance-based assessment
 peer tutoring.

14. With Digital media… UDL is
powerful for educators
 Digital
materials can be modified easily
and efficiently from one media type to
another instantaneously.
 For example, one might modify text to
speech, speech to text, image to text,
depending on the needs of the student.
 As a result, Individualization for student
learning is easier to customize.
 This is a key component for the diverse
classroom.

15. How can technology help you
design instruction to support UDL
learning styles and methods?
First, you must learn how the brain works…

16. According to Rose & Meyer (2002), “The
notion of broad categories of learners-smart,
not smart, disabled, not disabled, regular,
not regular-is a gross oversimplification that
does not reflect reality.”
By focusing on a single learner trait, other
qualities are missed. Learning how the brain
works will have a significant impact on what
types of learning activities are most effective
in today’s classroom.

17. The three brain networks and
the three types of learning
 recognition
 strategic
 affective

18. Recognition networks – are
specialized to receive and
analyze information
(the "what" of learning)
 Provide multiple examples;
 Highlight critical features;
 Provide multiple media and formats; and
 Support background context.

19. Strategic Networks – are
specialized to plan and execute
actions (the "how" of learning)
 Provide flexible models of skilled
performance;
 Provide opportunities to practice with
supports;
 Provide ongoing, relevant feedback; and
 Offer flexible opportunities for
demonstrating skill.

20. Affective networks are specialized
to evaluate and set priorities
(the "why" of learning).
 Offer choices of context and tools;
 Offer adjustable levels of challenge;
 Offer choices of learning content; and
 Offer choices of rewards.

21. How can UDL and technology
methods impact cultural, ethnic,
linguistic, and academic
diversities?
 Students have options ,for example:
 text to speech and large print for visually impaired
or linguistic/cultural issues
 new-age hearing devices such as Isense for
hearing impaired,
 Visual aids and graphic organizers for Visual
learners
 Videos and concept mapping for auditorial
learners.

22. Other Useful Resources to Aid
with UDL and Technology:
CAST - The Center for Applied Special
Technology, funded by the Office of
Special Education Programs (OSEP), at the
U.S. Department of Education, has devised
teaching methods that support each of the
three UDL principles.
- This site offers various learning and
teaching resources.

23. 1. Check Your Curriculum – This site will
help you to see where are you
succeeding at reaching all of your
learners in your lessons and units. It will
also help you to see where might you
want to consider other instructional
options and what types of impact do
you expect your next steps to have on
student learning.
http://udlselfcheck.cast.org/

24. 2. Curriculum Content Resources
http://udlselfcheck.cast.org/resources.php
Math:
National Library of Virtual Manipulatives for
Interactive Math
The NLVM is a resource from which teachers
may freely draw to enrich their
mathematics classrooms.
http://nlvm.usu.edu/en/nav/vlibrary.html

25. 3. The UDL Solutions Finder gives you
practice in an online environment
applying CAST's three UDL principles to
derive alternative media, materials,
and methods when planning a lesson
or a unit of curriculum.
 http://www.cast.org/teachingeverystude
nt/tools/udlsolutionsfinder.cfm

26. References
CAST, Inc. (2002–2011). Teaching every student: Tools and
activities. Retrieved
from http://www.cast.org/teachingeverystudent/tools/
OSEP Ideas that work. Retrieved from
http://www.osepideasthatwork.org/udl/intro.asp
Rose, D., & Meyer, A. (2002). Teaching every student in the
digital age: Universal design for learning. Retrieved
fromhttp://www.cast.org/teachingeverystudent/ideas/tes/
http://udl-stuff.wikispaces.com/
http://udltechtoolkit.wikispaces.com/home